THE CDIO APPROACH TO ENGINEERING EDUCATION: Introduction November 2007

1. THE CDIO APPROACH TO ENGINEERING EDUCATION: Introduction November 2007

2. WORKSHOP OBJECTIVES Explain the CDIO approach to engineering education Determine ways in which the CDIO approach may be adapted to your own programs Share your ideas and experiences of engineering education reform

3. PLAN FOR TODAY’S WORKSHOP INTRODUCTION CDIO AS THE CONTEXT THE CDIO SYLLABUS WHY WHAT DESIGN-IMPLEMENT EXPERIENCES LEARNING PRO-GRAM EVALU-ATION INTEGRATED CURRICULUM HOW ASSESSMENT WORKSPACES INTRO TO ENGINEERING HOW WELL FACULTY COMPETENCE IMPLEMENTATION

4. SCHEDULE AND FACILITATORS

5. Name University Department or Program Email address Principal role in the program, e.g, department head, faculty, instructional support staff Reason(s) you are participating in this workshop INTRODUCTIONS Please print your information on an index card:

6. THE CDIO APPROACH TO ENGINEERING EDUCATION: 1. Establishing the Context and Defining the Learning Outcomes November 2007

7. WORKSHOP SESSION ONE INTRODUCTION CDIO AS THE CONTEXT THE CDIO SYLLABUS WHY WHAT PRO-GRAM EVALU-ATION INTEGRATED CURRICULUM LEARNING DESIGN-IMPLEMENT EXPERIENCES HOW ASSESSMENT WORKSPACES INTRO TO ENGINEERING HOW WELL FACULTY COMPETENCE IMPLEMENTATION

8. SESSION ONE OBJECTIVES Explain the CDIO approach to engineering education Describe the content and structure of the CDIO Syllabus Learn how to engage stakeholders in the validation of program objectives

9. CENTRAL QUESTIONS FOR ENGINEERING EDUCATION WHATknowledge, skills and attitudes should students possess as they graduate from university? HOWcan we do better at ensuring that students learn these skills?

10. Desired Attributes of an Engineering Graduate Understanding of fundamentals Understanding of design and manufacturing process A multidisciplinary system perspective Good communication skills High ethical standards, etc. Underlying Need Educate students who: Understand how to conceive- design-implement-operate Complex value-added engineering systems In modern team-based engineering environments THE NEED FOR REFORM We have adopted CDIO as the engineering CONTEXT of our education

11. REQUIREMENTS FOR REFORM • C-D-I-O as the context • Learning of the fundamentals while strengthening skills • Engagement of key stakeholders • Recruitment and retention of qualified students • Program-level scope • Collaboration for reform • Best practice educational approaches • Not demanding of significant new resources

12. DEVELOPMENT OF ENGINEERING EDUCATION Personal and Interpersonal Skills, and Product, Process, and System Building Skills Pre-1950s:Practice 2000:CDIO 1960s:Science & practice 1980s:Science DisciplinaryKnowledge Engineers need both dimensions, and we need to develop education that delivers both

13. GOALS OF CDIO To educate students who are able to: • Master a deeper working knowledge of the technical fundamentals • Lead in the creation and operation of new products, processes, and systems • Understand the importance and strategic impact of research and technological development on society

14. VISION We envision an education that stresses the fundamentals, set in the context of Conceiving – Designing – Implementing – Operating products, products, and systems A curriculum organized around mutually supporting disciplinary courses, with C-D-I-O activities highly interwoven Design-implement experiences set in both classrooms and modern learning workspaces Active and experiential learning incorporated into disciplinary courses Comprehensive assessment and evaluation processes

15. RATIONALE FOR PEDAGOGY • Most engineers learn from the concrete to the abstract, e.g., in manipulating objects to understand theoretical concepts • Students arrive at university lacking personal experience in building or repairing objects • Design-implement activities and other forms of experiential learning build the cognitive framework students need to understand the fundamentals more deeply • Learning activities have a dual impact of deepening technical knowledge while developing product, process, and system building skills

16. BEST PRACTICE CDIO Standard 1 -- The Context Adoption of the principle that product, process, and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education • Provides the framework for teaching skills • Allows deeper learning of the fundamentals • Helps to attract, motivate, and retain students

17. ACTIVITY: SMALL-GROUP DISCUSSION In what ways are you improving engineering education in your own programs? What are the major barriers to reform in your programs? Do you think these barriers are common around the world or unique to your program?

18. Educate students who: Understand how to conceive- design-implement-operate Complex value-added engineering systems In a modern team-based engineering environment And are mature and thoughtful individuals NEED TO GOALS Process Product 4. CDIO 1. Technical 2. Personal 3. Inter- personal Team Self The CDIO Syllabus - a comprehensive statement of detailed goals for an engineering education

19. THE CDIO SYLLABUS 1.0 Technical Knowledge & Reasoning Knowledge of underlying sciences Core engineering fundamental knowledge Advanced engineering fundamental knowledge 2.0 Personal and Professional Skills & Attributes Engineering reasoning and problem solving Experimentation and knowledge discovery System thinking Personal skills and attributes Professional skills and attributes 3.0 Interpersonal Skills: Teamwork & Communication Multi-disciplinary teamwork Communications Communication in a foreign language 4.0 Conceiving, Designing, Implementing & Operating Systems in the Enterprise & Societal Context External and societal context Enterprise and business context Conceiving and engineering systems Designing Implementing Operating

20. CDIO SYLLABUS • Syllabus at 3rd level of detail • One or two more levels are detailed • Rational • Comprehensive • Peer reviewed • Basis for design and assessment

21. VALIDATION WITH KEY STAKEHOLDERS Stakeholders are individuals or groups who share an interest, and have an investment, in graduates of a particular program. They benefit from the program’s success, and hold programs accountable for results. Who are the stakeholders of your programs? Methods to get stakeholder input and support: • Interviews • Focus-group discussions • Surveys • Peer review • Workshops

22. SAMPLE STAKEHOLDER SURVEY AT MIT Sample: 6 groups surveyed: 1st- and 4th-year students, alumni 25 years old, alumni 35 years old, faculty, leaders of industry Question: For each attribute, please indicate which of the five levels of proficiency you desire in a graduating engineering student: Scale: 1 To have experienced or been exposed to 2 To be able to participate in and contribute to 3 To be able to understand and explain 4 To be skilled in the practice or implementation of 5 To be able to lead or innovate in

23. SAMPLE SURVEY RESULTS Massachusetts Institute of Technology, Cambridge 5. Innovate 4. Skilled Practice 3. Understand 2. Participate 1. Exposure REMARKABLE AGREEMENT!

24. Proficiency / Importance 1 2 3 4 5 SAMPLE SURVEY RESULTS - ALUMNI Massachusetts Institute of Technology Queen’s University, Belfast 2.1 Eng. Reasoning and Problem Solving 2.2 Experimenting and Knowledge Discovery 2.3 System Thinking 2.4 Personal Skills 2.5 Professional Skills & Attitudes 3.1 Teamwork and Leadership 3.2 Communications 4.1 External & Societal Context 4.2 Enterprise & Business Context 4.3 Conceiving 4.4 Designing 4.5 Implementing 4.6 Operating

25. BEST PRACTICE CDIO Standard 2 -- Learning Outcomes Specific, detailed learning outcomes for personal and interpersonal skills, and product, process, and system building skills, as well as disciplinary knowledge, consistent with program goals and validated by program stakeholders • Allows for the design of curriculum • Serves as the basis of student learning assessment

26. ACTIVITY: EXPECTED PROFICIENCY • Rate your own proficiency of each CDIO learning outcome at the x.x level. • Use: • the condensed version of the CDIO Syllabus, found in the Handbook • the five levels of proficiency: • To have experienced or been exposed to • To be able to participate in and contribute to • To be able to understand and explain • To be skilled in the practice or implementation of • To be able to lead or innovate in

27. HOW CAN WE DO BETTER? Re-taskcurrent assets and resources in: • Curriculum • Design-implement experiences and engineering workspaces • Teaching, learning, and assessment methods • Faculty competence • Program evaluation Evolve to a model in which these resources are better employed topromote student learning

28. REFLECTION AND SHARING How would you explain the goals and vision of the CDIO approach to engineering education to a colleague who is not here today? To what extent can the content and structure of the CDIO Syllabus be adapted to your program? What are the best ways of engaging your program’s stakeholders in determining appropriate objectives and outcomes?